INCLUSION IDEAS FOR GIFTED CHILDREN EDUCATION
Keywords:
inclusion, inclusive education, gifted children, special educational needs, gifted children education
Abstract
Purpose. This article is devoted to the topical of using the inclusion ideas for gifted children education. The author focuses on the special educational needs of gifted children.
Materials and methods. A comparative analysis of concepts shows why gifted children need inclusion. “Needs” refers to general needs; the concept of “educational needs” underlines the importance of general education for the development of a gifted child; the concept of “special educational needs” reveals the specifics of gifted children, requiring inclusion to overcome deficits.
Results. The article draws attention to the socio-psychological conditionality of inclusion: the manifestation of giftedness is accompanied by features that cause rejection in society and difficulties of social adaptation. It is justified that inclusive education should be a mandatory component of general education, since inclusion is necessary for the targeted “inclusion” of a gifted child in various types of activity, gaining experience in self-acting, interaction and communication with peers and adults.
Practical implications. It is concluded that inclusion resources should be used to educate of gifted children. A modern Russian school needs theoretical and methodological developments of the application of the inclusion idea for gifted children education.
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References
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14. Parts O.S. Sotsial’noe razvitie talanta v usloviyakh inklyuzivnogo obrazovaniya [Social Development of Talent in the Context of Inclusive Education]. V mire nauchnykh otkrytiy [In the World of Scientific Discoveries]. 2013, no 11.7 (47), pp. 172-177. URL: https://elibrary.ru/item.asp?id=21242727 (accessed January 13, 2020).
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16. Sapunova I.V. Deti s ogranichennymi vozmozhnostyami zdorov’ya i talantlivye deti v inklyuzii: napravlenie obrazovatel’noy politiki i vzglyad pedagogov [Children with disabilities and talented children in inclusion: the direction of educational policy and the view of teachers]. Pedagogicheskoe iskusstvo, 2019, no. 2, pp. 31-39. URL: https://elibrary.ru/item.asp?id=42621906 (accessed October 28, 2021).
17. Federal state educational standard]. URL: http://standart.edu.ru/ (accessed November 10, 2021).
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19. Kholodnaya M.A. Kognitivnye stili: O prirode individual’nogo uma [Cognitive styles: On the nature of the individual mind]. M.: PER SE, 2002, 304 p.
20. Kholodnaya M.A. Evolyutsiya intellektual’noy odarennosti ot detstva k vzroslosti: effekt inversii razvitiya [Evolution of intellectual giftedness from childhood to adulthood: Effect of Inversion in Development]. Psikhologicheskii Zhurnal [Psychological journal], 2011, vol. 32, no 5, pp. 69-78. URL: https://www.elibrary.ru/item.asp?id=16777861 (accessed October 31, 2021).
21. Yuekevich V.S. Odarennye deti: segodnyashnie tendentsii i zavtrashnie vyzovy [Gifted Children: Today’s Tendencies and Tomorrow’s Challenges]. Psikhologicheskaya nauka i obrazovanie [Psychological Science and Education]. 2011, no. 4, pp. 99-108. URL: https://elibrary.ru/item.asp?id=17729608 (accessed October 30, 2021).
22. Hornby G. Inclusive special education: Development of a new theory for the education of children with special educational needs and disabilities. British Journal of Special Education, 2015, vol. 42, no. 3, pp. 234-256. https://doi.org/10.1111/1467-8578.12101
23. Orekhovskaya N.A., Voevodina E.V., Seregina T.N., Raidugin D.S. Inclusive education social problems. Modern Journal of Language Teaching Methods, 2018, vol. 8, no 1, pp. 11-21. URL: https://www.elibrary.ru/item.asp?id=36503649 (accessed 01.11.2021).
24. Mortensen A. Neuropædagogik og inklusionsdifferentiering: Neuropædagogiske perspektiver på inklusionsindsatsen i den danske folkeskole. Aalborg Universitetsforlag. Ph.d.-serien for Det Samfundsvidenskabelige Fakultet, Aalborg Universitet. 2016. https://doi.org/10.5278/VBN.PHD.SOCSCI.00046
25. Ninkov I. Education Policies for Gifted Children Within a Human Rights Paradigm: a Comparative Analysis. J. Hum. Rights Soc. Work, 2020, vol. 5, pp. 280–289. https://doi.org/10.1007/s41134-020-00133-1
26. O’Hanlon C. (Ed.). Inclusive Education in Europe (1st ed.). Routledge. 1995. https://doi.org/10.4324/9780203730409
27. Piske F., Stoltz T. and Machado J. Creative Educational Practices for Inclusion of Gifted Children. Creative Education, 2014, vol. 5, pp. 803-808. https://doi.org/10.4236/ce.2014.510093
2. Bayborodova L.V., Kirichenko E.B., Krivun’ M.P., Tarkhanova I.Yu., Kharisova I.G. Dopolnitel’noe obrazovanie detey s osobymi obrazovatel’nymi potrebnostyami: uchebnoe posobie [Additional education for children with special educational needs] / ed. L.V. Bayborodova, A.V. Zolotareva. Yaroslavl’: RIO YaGPU, 2014, 315 p.
3. Gusev S., Privalova G., Lopatin N. Some Aspects of Socio-Pedagogical Activity with Gifted Children. Professional’noe obrazovanie v Rossii i za rubezhom [Professional education in Russia and abroad]. 2018, no. 4 (32), pp. 111-116. URL: https://elibrary.ru/item.asp?id=36833448 (accessed October 29, 2021).
4. Grebennikova V.M., Shcherbina A.I. Strategiya vklyucheniya inklyuzivnoy obrazovatel’noy sredy s uchetom “indeksa inklyuzii” [The Strategy of Incorporating the Inclusive Educational Environment Based on the “Index Of Inclusion”]. Uspekhi sovremennoy nauki i obrazovaniya, 2016, no. 1, pp. 69-72. URL: https://www.elibrary.ru/item.asp?id=25323998 (accessed October 31, 2021).
5. Ivannikov V.A. Analiz potrebnostno-motivatsionnoy sfery s pozitsii teorii deyatel’nosti [Analysis of the need-motivational sphere from the position of the theory of activity]. Mir psikhologii, 2003, no. 2 (34), pp. 139-145. URL: https://elibrary.ru/item.asp?id=46373938 (accessed October 31, 2021).
6. Kibal’chenko I.A., Abalmasova O.D. Odarennye deti: neobkhodimost’ inklyuzivnogo obrazovaniya [Gifted children: the need for inclusive education]. Aktual’nye problemy spetsial’nogo i inklyuzivnogo obrazovaniya detey i molodezhi: Materialy III Regional’noy nauchno-prakticheskoy konferentsii [Proceedings of the III Regional Scientific and Practical Conference “Actual Problems of Special and Inclusive Education for Children and Youth”]. Taganrog, 2019, pp. 312-315. URL: https://elibrary.ru/item.asp?id=41402565 (accessed October 28, 2021).
7. Knyaginina N.V., Yanbarisova D.M. Podderzhka talantlivoy molodezhi: opyt Rossii i zarubezhnykh gosudarstv [Support of the Talented Youth: Russian and International Practices]. Obrazovatel’naya politika [Educational policy], 2016, no. 4(74), pp. 108-121. URL: https://www.elibrary.ru/item.asp?id=44554552 (accessed October 31, 2021).
8. Krashenskaya A.N. Professional’naya i psikhologicheskaya gotovnost’ pedagoga k inklyuzivnomu obrazovaniyu v Rossii [Professional and Psychological Readiness of the Teacher for Inclusion Education in Russia]. Tribuna uchenogo. 2021, no 2, pp. 330-334. URL: https://elibrary.ru/item.asp?id=45602354 (accessed October 28, 2021).
9. Krylova O.N. Osobye obrazovatel’nye potrebnosti odarennykh detey [Gifted Child’ special Educational Needs]. Materialy mezhdunarodnogo kongressa «Podderzhka odarennosti – razvitie kreativnosti» [Proceedings of the International Congress “Support for Giftedness - Development of Creativity”]. 2014, vol. 2, pp. 216-220. URL: https://elibrary.ru/item.asp?id=22406580 (accessed January 13, 2020).
10. Lubovsky V.I. Osobye obrazovatel’nye potrebnosti [Special Educational Needs]. Psychological Science and Education psyedu.ru, 2013, no. 5, pp. 61-66. URL: http://psyedu.ru/journal/2013/5/Lubovskiy.phtml (accessed January 13, 2020).
11. Mallaev D.M., Bazhukova O.A. Perspektivy razvitiya integrirovannogo i inklyuzivnogo prostranstva v rossiyskom obrazovanii - metodologicheskie aspekty i praktika [Perspectives of Development of Integrated and Inclusive Space in Russian Education – Methodological Aspects and Practice]. Izvestiya Dagestanskogo gosudarstvennogo pedagogicheskogo universiteta. Psikhologo-pedagogicheskie nauki [Dagestan State Pedagogical University. Psychological and Pedagogical]. 2018, vol. 18, no. 3, pp. 76-82. https://doi.org/10.31161/1995-0659-2018-12-3-76-82
12. Nechaev A.V. Sotsializatsiya odarennykh kak inklyuzivnyy protsess [Izvestiya Dagestanskogo gosudarstvennogo pedagogicheskogo universiteta. Psikhologo-pedagogicheskie nauki]. Inklyuziya dlya vsekh 2020: sotsial’naya inklyuziya v sovremennom sotsiokul’turnom prostranstve: sbornik materialov Mezhdunarodnoy modul’noy nauchno-prakticheskoy konferentsii [Proceedings of the International Modular Scientific and Practical Conference “Inclusion for All 2020: Social Inclusion in the Modern Socio-Cultural Space”]. 2020, pp. 25-26. URL: https://elibrary.ru/item.asp?id=44118852 (accessed October 29, 2021).
13. Osnovnye sovremennye kontseptsii tvorchestva i odarennosti [Basic modern concepts of creativity and giftedness]. M.: Molodaya gvardiya, 1997, 416 p.
14. Parts O.S. Sotsial’noe razvitie talanta v usloviyakh inklyuzivnogo obrazovaniya [Social Development of Talent in the Context of Inclusive Education]. V mire nauchnykh otkrytiy [In the World of Scientific Discoveries]. 2013, no 11.7 (47), pp. 172-177. URL: https://elibrary.ru/item.asp?id=21242727 (accessed January 13, 2020).
15. Popov A.A., Glukhov P.P., Averkov M.S. Konstruirovanie inklyuzivnogo obrazovaniya odarennykh obuchayushchikhsya na osnove antropoprakticheskogo podkhoda [Designing Inclusive Education for Gifted Students Based on Anthropo-Practical Approach]. Filosofiya obrazovaniya [Philosophy of Education]. 2019, vol. 19, no 3, pp. 151-164. https://doi.org/10.15372/PHE20190310
16. Sapunova I.V. Deti s ogranichennymi vozmozhnostyami zdorov’ya i talantlivye deti v inklyuzii: napravlenie obrazovatel’noy politiki i vzglyad pedagogov [Children with disabilities and talented children in inclusion: the direction of educational policy and the view of teachers]. Pedagogicheskoe iskusstvo, 2019, no. 2, pp. 31-39. URL: https://elibrary.ru/item.asp?id=42621906 (accessed October 28, 2021).
17. Federal state educational standard]. URL: http://standart.edu.ru/ (accessed November 10, 2021).
18. Federal Law “On Education in the Russian Federation” dated December 29, 2012 N 273-FZ. URL: http://nmcmosobl.ru/files/normzakon/Zakon_Obr29122012.pdf (accessed November 10, 2021).
19. Kholodnaya M.A. Kognitivnye stili: O prirode individual’nogo uma [Cognitive styles: On the nature of the individual mind]. M.: PER SE, 2002, 304 p.
20. Kholodnaya M.A. Evolyutsiya intellektual’noy odarennosti ot detstva k vzroslosti: effekt inversii razvitiya [Evolution of intellectual giftedness from childhood to adulthood: Effect of Inversion in Development]. Psikhologicheskii Zhurnal [Psychological journal], 2011, vol. 32, no 5, pp. 69-78. URL: https://www.elibrary.ru/item.asp?id=16777861 (accessed October 31, 2021).
21. Yuekevich V.S. Odarennye deti: segodnyashnie tendentsii i zavtrashnie vyzovy [Gifted Children: Today’s Tendencies and Tomorrow’s Challenges]. Psikhologicheskaya nauka i obrazovanie [Psychological Science and Education]. 2011, no. 4, pp. 99-108. URL: https://elibrary.ru/item.asp?id=17729608 (accessed October 30, 2021).
22. Hornby G. Inclusive special education: Development of a new theory for the education of children with special educational needs and disabilities. British Journal of Special Education, 2015, vol. 42, no. 3, pp. 234-256. https://doi.org/10.1111/1467-8578.12101
23. Orekhovskaya N.A., Voevodina E.V., Seregina T.N., Raidugin D.S. Inclusive education social problems. Modern Journal of Language Teaching Methods, 2018, vol. 8, no 1, pp. 11-21. URL: https://www.elibrary.ru/item.asp?id=36503649 (accessed 01.11.2021).
24. Mortensen A. Neuropædagogik og inklusionsdifferentiering: Neuropædagogiske perspektiver på inklusionsindsatsen i den danske folkeskole. Aalborg Universitetsforlag. Ph.d.-serien for Det Samfundsvidenskabelige Fakultet, Aalborg Universitet. 2016. https://doi.org/10.5278/VBN.PHD.SOCSCI.00046
25. Ninkov I. Education Policies for Gifted Children Within a Human Rights Paradigm: a Comparative Analysis. J. Hum. Rights Soc. Work, 2020, vol. 5, pp. 280–289. https://doi.org/10.1007/s41134-020-00133-1
26. O’Hanlon C. (Ed.). Inclusive Education in Europe (1st ed.). Routledge. 1995. https://doi.org/10.4324/9780203730409
27. Piske F., Stoltz T. and Machado J. Creative Educational Practices for Inclusion of Gifted Children. Creative Education, 2014, vol. 5, pp. 803-808. https://doi.org/10.4236/ce.2014.510093
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Published
2022-01-21
How to Cite
Parts, O. (2022). INCLUSION IDEAS FOR GIFTED CHILDREN EDUCATION. Russian Journal of Education and Psychology, 12(6), 78-98. https://doi.org/10.12731/2658-4034-2021-12-6-78-98
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Section
Educational and Pedagogical Studies
Copyright (c) 2021 Olga S. Parts
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
